The Change Agent FCL Scenario 3 Team A Background Following - PowerPoint PPT Presentation

PBL-SLP Similarities  Give guided practice in 21st Century skills of collaboration, critical thinking, problem solving, and communication.  Are student/community directed.  Students have more control over what they learn and the processes involved. Needs Assessment Alignment: E. Curriculum, Instruction, and Assessment F. Family and Community Involvement G. School Context and Organization 2-31

Implementation Of SLPs Needs Assessment Alignment: E. Curriculum, Instruction, and Assessment F. Family and Community Involvement G. School Context and Organization 2-32

The LEADERS Model - 7 Step Process 2-33

Step #1 -Look and Listen Guided Leadership Principle Action Step Time Line  Look Internally First  April 1st-15th- -Guided by Campus Needs Assessment Conduct Internal Cultural Network (Campus Improvement Plan) Analysis "Names and Needs"  April 16th-30 th- - Research-Be Data Driven  Listen and Empower those around Formulate Internal Advisory Board- Align you-Be People Minded and Assign *(See characteristics) Needs Assessment Alignment: E. Curriculum, Instruction, and Assessment F. Family and Community Involvement G. School Context and Organization 2-34

Tip-Identify and Empower Influencers  Identifying Influencers  Build Internal and External relationships  Conduct Cultural Network Analysis Needs Assessment Alignment: E. Curriculum, Instruction, and Assessment F. Family and Community Involvement G. School Context and Organization 2-35

SIP-Sudden Impact Player  An individual or group who possess a certain skill, power, charisma or personal/professional attribute so significant that their participation will shift the outcome of an event or circumstance in a favorable manner. Needs Assessment Alignment: E. Curriculum, Instruction, and Assessment F. Family and Community Involvement G. School Context and Organization 2-36

Characteristics of a Sudden Impact Player Ability to Build Knowledge of the Interpersonal Establish and organization and communication Maintain the school’s culture skills Relationships w and climate Partners Commitment and Commitment to Initiative and Motivation to Training and integrity improve the continuous campus improvement Sound ethical Problem-solving Volunteer spirit and attitude and time ability and team orientation management skills entrepreneur spirit 2-37

Step #2-Enviromental Scan Guided Leadership Principle Action Step Timeline  Collaborate with external leaders to  May 1st-15th- identify the greatest common - Scan Community for Potential community needs Partnerships and Resources  Build, Establish and Maintain  May 15th-30th- Transitory Relationships - Formulate External Advisory Board - TIP Be *Benefit Driven Instead of Featured Focused Needs Assessment Alignment: E. Curriculum, Instruction, and Assessment F. Family and Community Involvement G. School Context and Organization 2-38

Building Transitory Relationships using RUMBA Goals  R ealistic, Relevant, and Rewarding  U nderstandable  M easureable  B ehavioral  A ttainable Needs Assessment Alignment: E. Curriculum, Instruction, and Assessment F. Family and Community Involvement G. School Context and Organization 2-39

Step #3- Agree to take action Guided Leadership Principle Action Step Timeline  Collaborate to clearly outline and  June 1 st -15 th - describe who does what... -Internal & External Board( Create Circle  Outline benefits and specific action for of Support) all parties -Compose and Sign MOUs  Predict Measurable Outcomes  June 16th-30 th -  Utilize economy of scale -Extensive 2 weeks Training and Development -Professional Development 2-40

Circle of Support  Synergy amongst Internal and External Advisory Board  New momentum and enthusiasm  Higher Stakeholder Commitment  Cohesiveness amongst students, parents, teachers and community. Needs Assessment Alignment: E. Curriculum, Instruction, and Assessment F. Family and Community Involvement G. School Context and Organization 2-41

Step # 4- Develop a Promotional Plan (IPR) Guided Leadership Principle Month 1 Action Step Timeline  Promotional Effort  August-1st-15 th 1. Inform - Engagement (Promotion Campaign)- Host Pre-Conference, Community Forum, 2. Persuade Lunch n Learns, Meet the Mentors etc. 3. Remind -Engagement-PD for Staff  Tips- Create “Catch Phrase” Theme to  August- 15th-30th- Explanation- develop Common Language Summer Fish Camp for 9th graders  Tips Know-Push vs Pull Strategy (Introduce Circle of Support) 2-42

Step # 5- Execute (5E’s) Guided Leadership Principle Month 2 Action Step Timeline  Empower Students to set SLP goals w  September 1st- 15th- Circle of Support (Use RUMBA) -Utilize Common*5 E Model  TIPS-Stay in Constant Contact -But Incorporate External Expansion & Enrichment Exercises to Support SLPs (Goal- Constant Contact)  September 16th-30th- Elaboration- Guest Speakers, Mentors, Industry Partners, Circle of Support 2-43

Perception toward new development Anxiety Ritualistic Compliance 2-44

Step # 5- Execute (5 E's) Guided Leadership Principle Month 3 Action Step Timeline  Continue to lead, guide, monitor,  October1st-15th - provide feedback -Promote CTSO- increase membership  TIPS-Showcase processes not just  October 15th-30th - results Exploration- Field Trips, Job shadowing, Internships, Apprenticeships. - Private Campus Demonstration/Performanc e with Circle of Support 2-45

Evaluation Perception Negative- Single Attempt Collaborative Developing Process 2-46

Support Extracurricular Activities CTSO- Career Student Organizations Activities  Extracurricular Clubs and Organizations  SLP projects submitted at contests  Students compete at various levels Needs Assessment Alignment: E. Curriculum, Instruction, and Assessment F. Family and Community Involvement G. School Context and Organization 2-47

Step # 5- Execute (5 E's) Guided Leadership Principle Action Step Timeline  Evaluate Internally  November 1st-15th- -Use Various Evaluation Types Public “Campus Wide” Demonstration/Performance Self, Peer, Teacher, Community/Industry  November 15th-30th- Professionals,* Administrators,  Continue to Promote Externally - Public “Community Wide” Demonstration/Performance Needs Assessment Alignment: E. Curriculum, Instruction, and Assessment F. Family and Community Involvement G. School Context and Organization 2-48

Tools for Evaluations Internal (Content External (Skill Employee Principal Cultural Based) focus Based) focus opinion surveys Network Analysis groups groups Evaluation-Self, Climate/Culture Stakeholder Peer, Student, Employee exit satisfaction comment cards Teacher, Industry interviews survey Partner On-site/ Off Site Campus Administrative stakeholder Improvement Walk Thrus Plan Observations 2-49

Step #6-Review Outcomes Guided Leadership Principle Action Step Timeline  Measure Level of Impact on 1) School  December 1st-15th Cultural and Climate - Host Post Conference Celebration- 2) Family and Community Involvement Community & ISD Answer Essential Questions - Showcase student E- Portfolios If we are successful…. Needs Assessment Alignment: E. Curriculum, Instruction, and Assessment F. Family and Community Involvement G. School Context and Organization 2-50

Step #7-Showcase Results Guided Leadership Principle Action Step Timeline  December 15th-30th - Host Post Celebration Conference (ISD/ Corporations) -invite new potential business partners -seek potential donors and sponsors Needs Assessment Alignment: E. Curriculum, Instruction, and Assessment F. Family and Community Involvement G. School Context and Organization 2-51

Examples of SLP Campus Wide Community Wide  Anti Bullying  *See handout for suggestions  Anti- Truancy  Professional Development  Teen Suicide  Peer Mediation Needs Assessment Alignment: E. Curriculum, Instruction, and Assessment F. Family and Community Involvement G. School Context and Organization 2-52

SLP Categorized By Campus Need Assessment By Major  Customized SLPs targeted at Campus  See Handout for Suggestions Improvement Plans (i.e. Family and Community Involvement, School Culture and Climate) Needs Assessment Alignment: E. Curriculum, Instruction, and Assessment F. Family and Community Involvement G. School Context and Organization 2-53

Remember RUMBA Needs Assessment Alignment: E. Curriculum, Instruction, and Assessment F. Family and Community Involvement G. School Context and Organization 2-54

Final Tip- Align and Assign  It takes a Village-You will need the assistance of others.  Our efforts are harmoniously intertwined to have the greatest impact on our class, school, and community. Signed~ Circle of Support Needs Assessment Alignment: E. Curriculum, Instruction, and Assessment F. Family and Community Involvement G. School Context and Organization 2-55

Implementation House Bill 5 Endorsements – Statutory Requirements  Each school district must make available to high school students courses that allow a student to complete the curriculum requirements for at least one endorsement.  A school district defines advanced courses and determines a coherent sequence of courses for an endorsement area, provided that prerequisites are followed.  A course completed as part of the set of four courses needed to satisfy an endorsement requirement may also satisfy a requirement under the foundation high school program, including an elective requirement. Needs Assessment Alignment: E. Curriculum, Instruction, and Assessment F. Family and Community Involvement G. School Context and Organization 2-56

2017-2018 High School Endorsement Areas Marketing • Architecture & Construction • Fundamentals of Computer Science • Information Technology • Arts, Audio/Video Discrete Mathematics for Computer Science Technology, & Communications • • Computer Science I • Digital Forensics • Manufacturing • Business Management & Computer Science II • Game Programming Administration • Hospitality &Tourism • and Design • Computer Science III • Mobile Transportation, Distribution, & Logistics • Application Development • AP Computer Finance • advanced broadcast journalism • Science • Robotics Programming and Design public speaking • advanced journalism: • IB Computer Science, Standard Level • newspaper • debate • advanced journalism: Independent Studies of Technology yearbook Business & Industry Applications Career Technology Student Organizations 2-57

IV. Curriculum, Technology, and Budget

Business and Industry Internal Partnerships External Partnerships   Chamber of Commerce Business Leaders of America (BLA)  City of Dallas  Student Council  Cox School of Business (SMU)  Campus Teachers  Family Gateway  PTA  Junior Achievement of Dallas (JA)  Community Liaison  Mayors Internship Needs Assessment Alignment: B. Student Achievement  Slingshot  Dallas ISD HCM E. Curriculum, Instruction, and  BBVA Compass, Chase, Wells Assessment  Dallas ISD IT Department Fargo H. Technology

B & I Academic (PBL) Plan – Year 1 Principles of Business, Marketing and Finance and Touch System Data Entry Grade 9 (0.5 credits/semester) School and Community PBLs Partnerships Student Council, PTA, BBVA Compass, A Penny a Day (Investments) Chase, Wells Fargo Advertising with Google Hang-outs and Business Professionals of America (BPA), Google Community PTA, Community Liaison Needs Assessment Alignment: Business Professionals of America (BPA) Lunch and Learn for EOCs and ACPs B. Student Achievement AP and Pre-AP students and teachers E. Curriculum, Instruction, and Go Fund Me and the Homeless Community Liaison, Family Gateway, Wells Assessment (on-going) Fargo, Chase, BBVA Compass H. Technology

B & I Academic (PBL) Plan – Year 2 Business Information Management I (Grade 10) (1.0 credits) School and Community PBLs Partnerships Business Leaders of America (BLA), Budgeting for Families (on-going) Community Liaison, Parents, Banks, JA Chamber of Commerce, BBVA Compass, Designing a Business Project/Plan I (on- Chase, Wells Fargo, Junior Achievement, going) SMU Student interviews with various DFW SOPs for Record Keeping Needs Assessment Alignment: businesses B. Student Achievement Business problems (budgeting, payroll, E. Curriculum, Instruction, and Junior Achievement of Dallas (JA), SMU income taxes, profits/losses, etc.) Assessment Client Database Solutions Dallas ISD IT Department; HCM H. Technology

B & I Academic (PBL) Plan – Year 3 Business Law and Human Resource Management (Grade 11) (0.5 credits/semester) School and Community PBLs Partnerships Assessing EPA Restrictions on Industry City of Dallas Water Waste Treatment Creating an FMLA plan Dallas ISD HCM Affects of ACA on industry Dallas ISD HCM, SMU Building a company of “happy” Various sources Needs Assessment Alignment: employees…a case study on the Google B. Student Achievement E. Curriculum, Instruction, and Designing Contracts (various topics) Dallas ISD HCM, Dallas ISD Legal Assessment H. Technology

B & I Academic (PBL) Plan – Year 4 Practicum in Business Management – (Grade 12) (2 credits) School and Community PBLs Partnerships Externships BBVA Compass, Chase, Wells Fargo, etc. Mayors Internships Creating business plans II Chamber of Commerce BBVA Compass, Chase, Wells Fargo, SMU Creating the e-portfolio Slingshot (Dallas Marketing Firm) Needs Assessment Alignment: Dallas ISD IT Department B. Student Achievement E. Curriculum, Instruction, and Assessment H. Technology

STEM Internal Partnerships External Partnerships  City of Dallas , EPA Region 6  SKILLS USA  GM of Arlington  Student Council  Mayors Internship  Campus Teachers  OSHA reference  PTA  Prime Controls; Gupta and Associates  Community Liaison  Texas Instruments (TI)  Needs Assessment Alignment: UT Dallas, UT Southwestern (HPREP Health  Dallas ISD IT Department Program) B. Student Achievement E. Curriculum, Instruction, and  Dallas ISD Environmental  Texas Society of Professional Engineers Assessment Center (TSPE) H. Technology

STEM Academic (PBL) Plan – Year 1 Concepts of Engineering Technology Grade 9 (1.0 credits) School and Community PBLs Partnerships Texas Society of Professional Engineers Problems and Research Conclusions (TSPE) Create a school-wide safety plan for science OSHA reference; Dallas ISD Environmental classrooms Center, EPA Region 6 Ethics Surrounding Technology Progression Texas Instruments (TI), City of Dallas Needs Assessment Alignment: B. Student Achievement Teamwork and Accountability – problem Various case studies E. Curriculum, Instruction, and solving techniques and solutions Assessment Career planning Interviews with various partners H. Technology

STEM Academic (PBL) Plan – Year 2 Biotechnology or Principles of Technology (Grade 10) (1.0 credits) School and Community PBLs Partnerships Ethics Surrounding Technology Progression Texas Instruments (TI), City of Dallas Texas Society of Professional Engineers Creating SOPs (research based) (TSPE) Create a plan - Safety in the Workplace Research of OSHA standards Needs Assessment Alignment: Electronics and Automation GM of Arlington B. Student Achievement Biotechnology UT Southwestern E. Curriculum, Instruction, and Assessment Team Project Various sources H. Technology

STEM Academic (PBL) Plan – Year 3 Engineering Design and Presentation or Electronics (Grade 11) (1.0 credits) School and Community PBLs Partnerships Creating a Career Plan City of Dallas Water Waste Treatment Prime Controls, Gupta and Associates, City Project Management of Dallas Design Sketch (CAD) Texas Instruments, UT Arlington Prime Controls, Gupta and Associates, City The Constraints of the Design Process Needs Assessment Alignment: of Dallas, UT Dallas B. Student Achievement Prime Controls, Gupta and Associates, City E. Curriculum, Instruction, and Wiring a home/business of Dallas Assessment Electrical Design Process Prime Controls H. Technology

STEM Academic (PBL) Plan – Year 4 Advanced Engineering and Design Presentation Or Practicum (Grade 12) (2 credits) School and Community PBLs Partnerships Externships Dallas ISD IT Department Creating the e-portfolio Google Gupta and Associates Mayors Internships Needs Assessment Alignment: Teamwork and Accountability Prime Controls B. Student Achievement The Design Process Texas Instruments E. Curriculum, Instruction, and How to Manage the Quality of the Project GM of Arlington Assessment H. Technology

PBL Across the Curriculum  Curriculum Matrices  Administrators  PBL Coordinator  Campus Instructional Coaches  Teachers  Integration of the TEKS  Math  Science  English Needs Assessment Alignment:  Social Studies B. Student Achievement E. Curriculum, Instruction, and Assessment H. Technology

PBL Curriculum Matrix Year - 1

Measuring Success of Implementation  Rubrics for:  Students  Peer Assessments  Teachers (grading)  Administrators (walk-throughs/spots)  Business Partnership Assessment  6-week PBLs and  Final Projects (e-portfolios) Needs Assessment Alignment:  Texas Performance B. Student Achievement Standards E. Curriculum, Instruction, and Assessment  http://www.texaspsp.org/ H. Technology

Measuring Success of PBL Implementation SURVEYS COMMUNICATION  How often? Remind  Every 6-weeks  Call system Who?  Students  Website  after each PBL  Google Forms, Hangouts (on Air),  Teachers (internal) Community  6-after each PBLs Needs Assessment Alignment:  Parents  Facebook and Twitter B. Student Achievement  Partners (external) E. Curriculum, Instruction, and Assessment H. Technology

Dallas ISD Approved Technology Plan Considerations of the district’s long range strategic plan, curricular goals and other planning documents.  5 students for every computer  More web-based applications  Technology literacy tool for teachers and students  Integration of technology into the classroom PBL  Expand use of online tutorials, distance learning and Technology professional development Needs Assessment Alignment: and Funding B. Student Achievement E. Curriculum, Instruction, and Budget Assessment H. Technology

PBL Budget

V. Discipline and Classroom Management

Effective Classroom Management Jeremy Guy Gamble Scenario 3 High School Needs Assessment Alignment: B. Student Achievement E. Curriculum, Instruction, and Assessment 77 H. Technology

What is Effective Classroom Management? In The First Days of School, Harry Wong states, “Classroom management is the practices and procedures that allow teachers to teach and students to learn.” Needs Assessment Alignment: B. Student Achievement E. Curriculum, Instruction, and Assessment 78 H. Technology

Classroom Management Teacher ’ s Instructional Procedures & Discipline Role Strategies Routines 79

The Ideal Teacher: • Enjoys students. • Is enthusiastic about the subject. • Uses different teaching techniques. • Is willing to listen to both sides of an issue. • Has a great sense of humor. • Has a reputation for giving • Acts like an adult and not a challenging work. child (or high school student). • Isn’t a pushover. Keeps misbehaving students in • Keeps promises. line. • Is organized. • Keeps everyone busy. • Knows the subject matter. • Does not have favorites. • Admits when he or she is • Is polite to everyone all of wrong. the time. • Uses a pleasant voice. • Is friendly and fair. Needs Assessment Alignment: B. Student Achievement E. Curriculum, Instruction, and Assessment 80 H. Technology According to Julia G. Thompson, author of Discipline Survival Kit for the Secondary Teacher

The Teacher-Student Relationship 1. You should show that you care about your students. Attend sporting events, ask about their hobbies, make a connection. 2. You should have a thorough knowledge of your subject matter. Being prepared builds trust. 3. You should take command of the class. If you are not the classroom leader, the students will gladly assume the position. 4. You should act in a mature manner all of the time. Don’t be sarcastic. Don’t tell lies. Don’t lose your temper. 5. You should maintain a certain emotional distance between yourself and your students. Students have peers. They need you to teach. Needs Assessment Alignment: B. Student Achievement E. Curriculum, Instruction, and Assessment 81 H. Technology From First- Year Teacher’s Survival Kit, by Julia G. Thompson

Dressing Appropriately • According to Harry Wong, “We are walking, talking advertisements for who we are.” • Educators should dress for respect, credibility, acceptance, and authority. Needs Assessment Alignment: B. Student Achievement E. Curriculum, Instruction, and Assessment 82 H. Technology

Effective Instruction • A structured and instructionally sound classroom will eliminate a majority of misbehaviors. • Two important key factors are:  Room Arrangement ( Especially Assigned Seating)  Time Management (Never a Dull Moment) Needs Assessment Alignment: B. Student Achievement E. Curriculum, Instruction, and Assessment 83 H. Technology

Movement is the key • Be able to have quick access to any student at any time. • Be comfortable moving around your room during instructional periods. • Being in close proximity to a student is an effective deterrent. Needs Assessment Alignment: B. Student Achievement E. Curriculum, Instruction, and Assessment 84 H. Technology

Effective Time Management Curbs Discipline Problems • The more engaged a student is the better he behaves. • Students tend to be more distracted during these 3 phases of instruction: » The beginning of class » Transitions » The end of class Needs Assessment Alignment: B. Student Achievement E. Curriculum, Instruction, and Assessment 85 H. Technology

Ideas for the Beginning of Class • It is ESSENTIAL that the • Have your students: students have an activity to – Create a test question. complete as soon as the bell – Illustrate important rings. information. – Scan the day’s reading • Take roll while the students are assignment. working on the assignment. – Take a mini-quiz. – Draw a cartoon. – Summarize the previous day’s topic. Needs Assessment Alignment: B. Student Achievement E. Curriculum, Instruction, and Assessment According to Julia G. Thompson, author of 86 H. Technology Discipline Survival Kit for the Secondary Teacher

Managing Transitions • Julia G. Thompson suggests the following techniques:  Time students between transitions.  Provide students with a checklist of the day’s activities.  Give students activities to “sponge” any dead time. • List ten words associated with the lesson today (Add to your word wall). • Defend your position on… • Make flashcards for this unit. • Circle the key words from yesterday’s Needs Assessment Alignment: notes. B. Student Achievement E. Curriculum, Instruction, and Assessment 87 H. Technology

Ending Class Without Chaos • The end of class should be as structured as the beginning. • Closing exercises will provide a constructive review of the day’s • Some more ideas to try lesson. from Julia G. Thompson: • Be sure that you – Student oral review of what was learned dismiss the students – Predict the next lesson and not the bell. – Review homework directions – Rapid-fire drills Needs Assessment Alignment: – Show a relevant cartoon B. Student Achievement – Play a game for bonus E. Curriculum, Instruction, and points Assessment 88 H. Technology

An Effective Discipline Plan • The 3 most important student behaviors to teach are: – Discipline – Procedures – Routines “If you do not have a plan, you are planning to fail.” 89 From The First Days of Schoo l, by Harry Wong

Your Discipline Plan Class Rules Abide by the Rule Break the Rule Positive Consequences: Negative Consequences: REWARDS PENALTIES 90

The Rules About Rules • Wong writes, “The function of a rule is to prevent or encourage behavior by clearly stating student expectations.” General Rules: Specific Rules: Respect others. Be in class on time. Be polite and helpful. Keep your hands, feet, and objects to yourself. Needs Assessment Alignment: B. Student Achievement E. Curriculum, Instruction, and Assessment 91 H. Technology

Creating Your Class Rules • Only have 3 to 5 rules • State rules positively. • Make the rules easy for you and your students to remember. • Be able to enforce the rules consistently. • Remember: – Rules deal with behavior, not procedures. Needs Assessment Alignment: B. Student Achievement E. Curriculum, Instruction, and Assessment 92 H. Technology

Rewards • Harry Wong emphasizes, “The best reward is the satisfaction of a job well done.” • Some examples include: » Praise » A note home (Good News Cards) » Student of the day, week, or month » Tangible rewards » Work posted » Certificates of Honor Needs Assessment Alignment: » Coupons B. Student Achievement E. Curriculum, Instruction, and Assessment 93 H. Technology

Penalties • Time out • Assignment to write ways to correct problem • Being last to leave • Loss of reward • Exclusion from class participation • Referral Needs Assessment Alignment: B. Student Achievement E. Curriculum, Instruction, and Assessment 94 H. Technology

Enlist Parent Support • Be sure to send a copy of your Discipline / Policies and Procedures Plan home to parents the first days of school. • Make positive parent contact before you need their assistance with a problem. • Contact parents as soon as you see a change in their child’s behavior patterns. • Parents can be one of your biggest allies in managing the student’s behavior. Needs Assessment Alignment: B. Student Achievement E. Curriculum, Instruction, and Assessment 95 H. Technology

Procedures and Routines • Harry Wong writes in The First Days of School , “The number one problem in the classroom is not discipline; it is the lack of procedures and routines.” • Wong also states, “A procedure is simply a method or process for how things are to be done in a classroom.” • Procedures answer the question, “What do I do when…?” Needs Assessment Alignment: B. Student Achievement E. Curriculum, Instruction, and Assessment 96 H. Technology

Classroom Procedures That Must Become Routine: 1. Beginning of a period. Do students know what to do? 2. Quieting a class. Do students know how you will quiet them down? 3. Students seeking help. Do students know how to get your attention? 4. Movement of students and papers. Do students know how to move about the room and pass papers in? 5. End of period. Do students know who or what will dismiss them at the end of the period? Needs Assessment Alignment: B. Student Achievement E. Curriculum, Instruction, and Assessment 97 H. Technology From The First Days of Schoo l, by Harry Wong

Procedures to Consider • Asking a question • Entering the classroom • Responding to fire, • Getting to work severe weather, and immediately tornado drills • End of class dismissal • Leaving the classroom • Participating in class • When visitors arrive discussions • Keeping a notebook • Changing groups • Interruptions • Turning in papers • Getting classroom • When you finish early materials Needs Assessment Alignment: B. Student Achievement E. Curriculum, Instruction, and Assessment 98 H. Technology From The First Days of School , by Harry Wong

You Must Teach Procedures! EXPLAIN REHEARSE REINFORCE Needs Assessment Alignment: B. Student Achievement E. Curriculum, Instruction, and Assessment 99 H. Technology

4 Actions That Helped Me and Will Help You Too! • Maintain a professional relationship with students and fellow colleagues. • Be fair and consistent with students regardless of who they are. • Use class time wisely to avoid misbehaviors. • Take an interest in students’ extracurricular activities. Needs Assessment Alignment: B. Student Achievement E. Curriculum, Instruction, and Assessment 100 H. Technology